SOCIAL, EMOTIONAL, AND CHARACTER DEVELOPMENT STANDARDS ANOTHER KANSAS FIRST!!!

Transcription

1 SOCIAL, EMOTIONAL, AND CHARACTER DEVELOPMENT STANDARDS ANOTHER KANSAS FIRST!!! Sue Kidd, Kansas Character Education Initiative, Coordinator Noalee McDonald-Augustine, SECD Development Team, Co-Chairperson

2 A Successful person is Jot down three skills, attributes, or competencies that a person needs for success.

3 Durlak Research Meta-Analysis of SEL programs involving 270,034 Kindergarten High School Students SEL Participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11- percentile-point gain in achievement. Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB., The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

4 PCEP IMPACT A continuing multi-year experimental research study in over 50 Kansas high schools has shown the following results between : Increased math achievement Narrowed reading achievement gap between experimental and control schools Significant decline in suspensions and expulsions

5 How did we get to this place? What are the conditions and initiatives that have come together? Legislative mandate Bullying Legislation Safe and Supportive Schools (S3) 21 st Century Accreditation College and Career Ready Core Curriculum: ELA, Math, Social Studies, Science Multi-Tier Systems of Support (MTSS) Kansas Career Pipeline

6 Mission of the Kansas State Board of Education to prepare Kansas students for lifelong success through rigorous academic instruction, 21st century career training, and character development according to each student's gifts and talents.

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9 Habits of Mind 1. Persisting 2. Managing impulsivity 3. Listening with understanding and empathy 4. Thinking flexibly 5. Thinking about your thinking 6. Striving for accuracy 7. Questioning and problem solving 8. Applying past knowledge to new situations 9. Thinking and communicating with clarity and precision. 10. Gather data through all senses. 11. Creating, imagining, and innovating 12. Responding with wonderment and awe 13. Taking responsible risks 14. Finding humor 15. Thinking interdependently 16. Remaining open to continuous learning Bena O. Kallick & Arthur L. Costa

10 College and Career Ready Goal Common Core component Students who are college and career ready must identify and demonstrate well-developed social-emotional skills and identified individual and community core principles that assure academic, vocational, and personal success.

11 CORE BELIEFS Personal management and relationship skills are vital in all aspects of learning and of life. Students are most able to act in respectful and responsible ways when they have learned and practiced a range of social, emotional and character development skills. Effective social, emotional and character development skills support academic achievement in students and constructive engagement by staff, families and communities. Students learn best in a respectful, safe and civil school environment where adults are caring role models. Bullying/Harassment Prevention and safe school initiatives are most sustainable when embedded systemically in a whole school Social, Emotional, and Character Development (SECD) programming.

12 The Social, Emotional, and Character Development Model Standards are available on-line at

13 Character Development Core Principles Responsible Decision Making and Effective Problem Solving Social Awareness Interpersonal Skills Social Development Self -Awareness Self-Management Personal Development Kansas Social, Emotional, and Character Education Standards

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15 So.let s look at bit more deeply at the three strands

16 Social Development Definition: Developing skills that establish and maintain positive relationships and enable communication with others in various settings and situations. Rationale: Building and maintaining positive relationships and communicating well with others are central to success in school and life. Recognizing the thoughts, feelings, and perspectives of others leads to effective cooperation, communication, and conflict resolution.

17 Social, Emotional, Character Development Standards Social Development Social Awareness Interpersonal Skills A. Be aware of the thoughts, feelings, and perspectives of others. B. Demonstrate awareness of cultural issues and a respect for human dignity and differences. A. Demonstrate communication and social skills to interact effectively. B. Develop and maintain positive relationships. C. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts. K-2 / 3-5 / 6-8 / 9-12 K-2 / 3-5 / 6-8 / 9-12 Knowing Doing Knowing Doing

18 Social Awareness A. Be aware of the thoughts, feelings, and perspective of others. K-2 1. Identify a range of emotions in others (for example, identify sad by facial expression; identify mad by tone of voice). 2. Identify possible causes for emotions (for example, losing dog may make you sad, your birthday may make you happy ). 3. Identify possible behaviors and anticipate reactions in response to a specific situation (for example, sharing candy may make your classmate smile; taking pencil may make your classmate yell at you). 4. Identify healthy personal hygiene habits Describe a range of emotions in others (for example, sadness could be frustration, loneliness, disappointment). 2. Describe possible causes for emotions (for example, there may be multiple reasons for one emotion). 3. Describe possible behaviors and reactions in response to a specific situation (for example, list behaviors that a classmate might show after getting in trouble at school). 4. Develop and practice responsibility for personal hygiene, and describe its impact on social interactions Describe others feelings in a variety of situations. 2. Discern nonverbal cues in others behaviors. 3. Summarize another s point of view. 4. Recognize how their behavior impacts others. 5. Recognize the factors that impact how they are perceived by others Evaluate opposing points of view. 2. Analyze the factors that have influenced different perspectives on an issue. 3. Differentiate between the factual and emotional content of what a person says. 4. Demonstrate empathy for others. 5. Analyze the factors that impact how they are perceived by others in various settings. (for example, job interview, family gatherings, school activities.)

19 Dig Deeper Look through the Social Development Stand and Answer Question #1. How could the Social Development standards in this strand impact classroom management and discipline referrals?

20 Personal Development Definition: Developing skills to help students identify, understand and effectively manage their thoughts, feelings and behaviors. Rationale: Personal and academic success are built upon the ability to consider thoughts, understand feelings and manage one s responses. Personal thoughts and feelings impact management of experiences and determine behavior outcomes.

21 Social, Emotional, Character Development Standards Personal Development Self Awareness - Understanding and expressing personal thoughts and emotions in constructive ways. A.Understand and analyze thoughts and emotions B.Identify and assess personal qualities and external supports Self-Management Understanding and practicing strategies for managing thoughts and behaviors, reflecting on perspectives, and setting and monitoring goals. A. Understand and practice strategies for managing thoughts, and behaviors. B. Reflect on perspectives and emotional responses. C. Set, monitor, adapt, and evaluate goals to achieve success in school and life. K-2 / 3-5 / 6-8 / 9-12 K-2 / 3-5 / 6-8 / 9-12 Knowing Doing Knowing Doing

22 Dig Deeper Look through the Personal Development Stand and Answer Question #2. How could the Personal Development standards in this strand impact student achievement?

23 Character Development Definition: Developing skills to help students identify, define and live in accordance with core principles that aid in effective problem solving and responsible decision making. Rationale: Our schools have the job of preparing our children for American citizenship and participation in an interdependent world. Success in school and life is built upon the ability to make responsible decisions, solve problems effectively, and to identify and demonstrate core principles.

24 Social, Emotional, and Character Development Standards Character Development Core Principles A. Recognize, select, and ascribe to a set of core ethical and performance values as a foundation of good character and be able to define character comprehensively to include thinking, feeling and doing. B. Develop, implement, promote, and model core ethical and performance principles. C. Create a caring community. Responsible Decision Making and Effective Problem Solving A. Develop, implement, and model responsible decision making skills. B. Develop, implement, and model effective problem solving skills. K-2 / 3-5 / 6-8 / 9-12 K-2 / 3-5 / 6-8 / 9-12 Knowing Doing Knowing Doing

25 Dig Deeper Look through the Character Development Stand and Answer Question #3. How could the Character Development standards in this strand be important in the real world?

26 Classroom Activities Look at the Grade Level Groups (K-2, 3-5, 6-8, 9-12) that best fit your students. Discuss the Instructional Examples for each Strand. Determine how you can incorporate the SECD Standards into your curriculum.

27 If schools only focus on academic instruction and school management in their efforts to help students attain academic success, they will likely fall short of their goals. Zins, Weissberg, Wang, Walberg, Building Academic Success on Social and Emotional Learning; What does the research say, (2004) New York: Teachers College Press

28 Contact Information Noalee McDonald-Augustine, SECD Development Team, Co-Chairperson, Sue Kidd, Kansas Character Development Initiative, Kent Reed, KSDE Consultant,